Teaching method



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Module Flow Description

Our MBA courses will be taught by two lecturers. The primary responsible lecturer will be an academic lecturer from an university. The assisting lecturer will be drawn in on basis of competencies and experiences – either in business or in methods and facilitation. We also operate with a company representative (could be the assisting lecturer).

We strive for teaching involving actual competences needed in the industry and with innovative teaching methods as a centerpiece.  Reading and studying is done at home for class preparation. During class actual consultancy tasks and problems will be presented and the MBA students will apply theory in a real time scenario and solve actual problems for the partner firms.

Our modules consist of 2 teaching days – each comprising 8 lectures. Below the flow is outlined and each element is described in sequence:

 

Element descriptions – day 1.

Introduction:

Lecturers and students present themselves, each receives a matchbox and lights a match and as long as the match burns they can present their background including a secret about themselves.

Additionally the course, teaching methods and structure is introduced.

Developing expectations:

Through a creative process in groups, 15 minutes are spent on setting course expectations from the point of the students so that the lecturers can align the course concurrently.

Question of the day:

Each module is designed around a case and a central object of analysis (strategy of a firm fx.). The students discuss a central phrase laid out by the lecturers – a phrase that centers around the object of analysis of the day.

Affinity processes:

Through a psychological and interactive method the students cooperate in digesting the reading materials through central questions. The lecturers act as consultants and challenge the students on theory, methods and scientific theory.

Theory module – textbook-videos-cases/examples:

The theories and the analytical tools are repeated by the lecturers and the toolbox is distributed to the students so that the actual problem solving can commence.

Actual case introduction:

A company representative introduces the case, and the actual problem to be solved is handed out to the students. Thereafter a discussion panel will be set up to make sure that the students understand their task.

Organizing for case analysis:

The class is divided into 2 groups and each group will fill positions in the official organization of the firm forming a management team.

Case work and problem solving:

The lecturers assist and challenge the students in their work and analysis.

Presenting partial findings to company board of directors:

The students are interrupted and are given the task to prepare their preliminary findings in a formal briefing for the board of directors, which both groups will carry out. It introduces an atmosphere of competition.

Analysis:

Each group will challenge their individual solutions to qualify the further work.

Simulation and testing:

The students are interrupted when parts of the problem are solved and when there is a basis of testing the solution up against company internal processes, i.e. will the solution adequately solve the problem or will it have to be modified?

Company briefing:

The students are presented with actual problem solving through a briefing on how does the firm actually solve challenges. This information provides a basis for testing student solutions up against company culture. Is the solution in line with the behavior, knowledge and praxis of the firm? (I.e. is it too academic?). The briefing is conducted by the assisting lecturer or company representative.

Take-aways:

By the end of the day the students reflect upon their own learning experience and they have the opportunity to discuss potential optimizations of the group interaction, a so called learning organization. This is preparation for the 2nd day of the module.

Back to word/question of the day:

It will probably be the case that the students through their analysis have experienced a changed view of the central issue and core elements of the day. Fx. in futures study they might find themselves much more competent in strategy making and that dogmatic strategy making via internal and external analysis can be optimized through the use of new methods introduced during the day.

 

Element descriptions – day 2.

Question of the day:

See day 1.

Case presentation:

Things have occurred overnight that expands the problem and consequently the students need to draw upon other knowledge areas to be able to implement the solution to the problem. This is done to expand the module and bring in other helpful tools like negotiation theory, communication, risk management and leadership skills to be able to implement solutions from a more holistic view.

Theory module – textbook – videos –cases – supporting knowledge areas:

The new needed knowledge areas a taught by the lecturer (this is the reason why we don´t need the assisting lecturer at day 2, because we now use more general theory and tools to implement the specific solution, i.e. change management and the knowledge areas mentioned above).

Implementation of solutions:

The students are asked to build an implementation plan and identify the key factors of success.

Company briefing:

The students present their solutions and discuss implications.

Back to question of the day:

See day 1.

2&2 discussions on learning outcome:

The learning process, the discoveries and most important findings within knowledge creation is discussed and subsequently addressed in class. The discussion draws in the results of the expectation element of day 1.

Take-aways:

See day 1.

Module evaluation:

A formal module evaluation is filled out by each student and central points of interest are discussed before closure.